發(fā)布時間：2018-01-31 21:18

  本文關(guān)鍵詞： 為了 教師 生命 反思與實踐:教師文化特質(zhì)研究 書評　出處：《教育理論與實踐》2013年05期 　論文類型：期刊論文

【摘要】：正自20世紀80年代以來,美國的卡內(nèi)基小組、霍姆斯小組相繼發(fā)表《國家為培養(yǎng)21世紀的教師做準備》、《明天的教師》這兩個報告之后,人們逐漸認識到制約教育改革成敗的根本性因素就在于怎樣建設(shè)一支高質(zhì)量的教師隊伍。教師文化作為教師價值觀念、信念、態(tài)度和行為方式的一種反映,對教師專業(yè)發(fā)展和教育教學(xué)改革具有深層次支撐作用,是培養(yǎng)高質(zhì)量教師的主要方面�；谶@種認識,教師文化研究逐漸成為國內(nèi)外普遍關(guān)注的熱點話題,尤其是2001年我國新一輪基礎(chǔ)教育課程改革實施以來,教師文化的研究價值日益得到了彰顯。
[Abstract]:Since 1980s, the Carnegie Group and the Holmes Group in the United States have published "the State prepares for 21th century's Teachers" and "tomorrow's Teachers" after these two reports. People have come to realize that the fundamental factor that restricts the success or failure of educational reform lies in how to build a high-quality teaching team, and the teacher culture as a reflection of teachers' values, beliefs, attitudes and behaviors. Teachers' professional development and education and teaching reform have a deep support role, is the main aspect of training high-quality teachers. Based on this understanding, the research of teacher culture has gradually become a hot topic of general concern at home and abroad. Especially since the implementation of the new round of basic education curriculum reform in 2001, the research value of teacher culture has been increasingly highlighted.
【作者單位】： 遼寧師范大學(xué)教育學(xué)院;
【分類號】：G451.1
【正文快照】： 自20世紀80年代以來,美國的卡內(nèi)基小組、霍姆斯小組相繼發(fā)表《國家為培養(yǎng)21世紀的教師做準備》、《明天的教師》這兩個報告之后,人們逐漸認識到制約教育改革成敗的根本性因素就在于怎樣建設(shè)一支高質(zhì)量的教師隊伍。教師文化作為教師價值觀念、信念、態(tài)度和行為方式的一種反映,，

本文編號：1480023